Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education
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Resumo
Mathematics is important subject in our daily life. It is taught in school level all over the world. Nowadays students are indifferent towards learning mathematics. Those indifferences are related to learning strategy in mathematics teaching. The main purpose of this study is introduce Self-Directed Learning (SDL) pedagogy in the context of mathematics education. The research employed a qualitative document analysis methodology, synthesizing information from diverse sources to explore a self-directed learning pedagogy through the development of conceptual and theoretical categories. We have prepared different theme related to self-directed learning such as concept of self-directed learning, nature of self-directed learning, mathematics and self-directed learning, role of SDL learners and teacher, philosophical underpinning of SDL, SDL models in practice, self-directed learning and its strategy. From those themes, we concluded that SDL is a teaching and learning pedagogy that encourages students to utilize their imaginative and intuitive abilities, fostering mindfulness, constructiveness, critical thinking, independence, cooperativeness, confidentiality, and autonomy, and promoting self-motivation, self-management, and self-monitoring. Moreover, Self-Directed Learning (SDL) is a self-directed pedagogy that encourages students to take charge of their education, focusing on engaging, creative, and independent learning methods. Under those themes self-directed emphasizes in fostering autonomy, creativity, and active engagement, while acknowledging the need for more specific models and stages for effective implementation in school mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Communications on Applied Nonlinear Analysis, v. 31, n. 1, p. 238-252
- Ano
- 2024 (2024-03-01)
- Idioma
- en
- Palavras-chave
- self-directed learning; mathematics education; student independence; student motivation; self-management; self-monitoring; student-centered learning; teaching methods
- DOI
- 10.52783/cana.v31.409
- ISSN
- 1074-133X
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MAHESHWOR POKHREL, Lekhnath Sharma, Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel. Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education. Communications on Applied Nonlinear Analysis, v. 31, n. 1, p. 238-252, 2024. DOI: https://doi.org/10.52783/cana.v31.409.
APA
Maheshwor Pokhrel, L. S. M. P. P. L. S. S. L. (2024). Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education. Communications on Applied Nonlinear Analysis, 31(1), 238-252. https://doi.org/10.52783/cana.v31.409
BibTeX
@article{maheshworpokhrel2024,
author = {Maheshwor Pokhrel, Lekhnath Sharma, Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel},
title = {Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education},
year = {2024},
journal = {Communications on Applied Nonlinear Analysis},
volume = {31},
number = {1},
pages = {238-252},
doi = {10.52783/cana.v31.409},
language = {en}
}RIS
TY - JOUR AU - Maheshwor Pokhrel, Lekhnath Sharma, Madhav Prasad Poudel, Laxmi Sharma, Sarala Luitel TI - Empowering Students through a Self-Directed Learning Pedagogy in Mathematics Education PY - 2024 JO - Communications on Applied Nonlinear Analysis VL - 31 IS - 1 SP - 238 EP - 252 DO - 10.52783/cana.v31.409 LA - en ER -
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